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Digital Unit Plan Template Unit Title: 1984: A Doubleplusgood Dystopia Content Area: English

CA Content Standard(s)/Common Core Standard(s): Reading Standards for Literature 1.Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.! 2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. 3. Analyze the impact of the authors choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed). CA 4. Determine the meaning of words and phrases as they are used in the text, including gurative and connotative meanings; analyze the impact of specic word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)! 5. Analyze how an authors choices concerning how to structure specic parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). ! Writing Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and su"cient evidence. a. Introduce precise, knowledgeable claim(s), establish the signicance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counter- claims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases. c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. f. Use specic rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; relate a personal anecdote, case study, or analogy). CA

Name: Alex Boozer Grade Level: 11

Big Ideas:

This unit is for 11th grade British literature students. It is designed to make students ask the very question that damned Winston back to a life of doublethink and hate: Why? By asking this question, students will nd there is not always a clear answer. Students will evaluate implicit and explicit arguments made in the novel. In the end, they will learn to argue why they believe in their position, and this will culminate in the form of an argumentative essay. Unit Goals and Objectives: # . Students will be able to describe the development of the main character, Winston, throughout the novel 1984. 1 2. Students will be able to distinguish and explain the themes of Memory vs. Reality and the idea of Doublethink. # 3. Students will be able to compare and contrast issues in the ctitious world of 1984 with issues in todays world. # 4. Students will be able to evaluate implicit and explicit arguments in 1984 and defend their positions with rhetorical devices.! # 5. Students will choose from a set of prompts, identify and incorporate textual evidence from 1984 in support of their position in a fully # processed argumentative essay.

Unit Summary: The unit is designed to make students ask the very question that damned Winston back to a life of doublethink and hate: why? By asking this question, students will nd there is not always a clear answer. They will evaluate implicit and explicit arguments made in the novel. In the end, they will learn to argue why they believe in their position, and this will culminate in the form of an argumentative essay.

Assessment Plan: Entry-Level: This is a multiple choice and short answer quiz on Chapters 1-3 of 1984. It will assess students basic understanding of plot, characters, and themes. Formative: There are multiple formative assessments throughout the unit. These include two rhetorical terms quizzes, one mid-novel quiz, one character analysis paragraph, and one graphic organizer. Summative: There are two summative assessments for this unit: one argumentative essay and one unit test comprised of multiple choice questions and short answer responses.

Lesson 1

Student Learning Acceptable Evidence: Instructional Objective: Students will complete a Strategies: Students will dene and guided notes handout. X Communication analyze the idea of ! Collection doublethink in the novel ! Collaboration 1984 after watching a ! Presentation presentation and X Organization completing guided notes. ! Interaction Lesson 2 Student Learning Objective: In pairs, students will examine the author and events that inuenced the creation of the novel 1984 (although this is not a particular unit learning goal, this objective is important to understanding the themes in the novel which is a learning goal for the unit). Lesson 3 Student Learning Acceptable Evidence: Objectives: Student will complete the 1. Students will be able to Thesis Generator and the distinguish and explain Main Idea graphic the themes of Memory vs. organizer. The graphic Reality and the idea of organizer will need to be Doublethink. completed per the rubric. 2. Students will choose from a set of prompts, identify and incorporate textual evidence from 1984 in support of their position for the argumentative essay. Unit Resources: Instructional Strategies: X Communication X Collection ! Collaboration ! Presentation X Organization ! Interaction Acceptable Evidence: In pairs, students will complete the webercise handout per the directions. Instructional Strategies: X Communication ! Collection X Collaboration ! Presentation X Organization X Interaction

Lesson Activities: 1. Students will listen to lecture in conjunction with viewing a Prezi presentation about doublethink. 2. Students will individually complete their guided notes. 3. Students will participate in a Viocethread activity.

Lesson Activities: 1. Students will work in pairs and complete the webercise activity 2. They will view a presentation 3. They will search the internet for information 4. They will answer questions 5. They will explore Quizlet ashcard sets 6. They will create a graphic representation of doublethink

Lesson Activities: 1. Students will review their annotations for the novel 1984 2. Students will choose a prompt for their essay and locate evidence in support of the prompt 3. Students will individually complete the Thesis Generator and Main Idea graphic organizer

1984 by George Orwell Lesson 1 Prezi Lesson 2 Prezi Lesson 1 Voicethread Lesson 2 Quizlet Lesson 2 The Artists Toolkit Lesson 3 Graphic Organizer

Useful Websites:
Quizlet Rhetorical Devices A Thesis Generator Purdue Universitys Online Writing Lab The Writing Center at the University of North Carolina George Orwell.org Prezi.com Read, Write, Think.org Character Analysis NPR.org